Julia R Badger
Biographic Data
| ID | 2748942 |
|---|---|
| NAME | Julia R Badger |
| GIVEN NAMES | Julia R |
| FAMILY NAME | Badger |
| SIGNATURE | BADGER J R |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0003-3060-1934 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Bullying in special schools: Types, frequency and school staff's self‐efficacy
Bullying is an education and health priority. The existing evidence has primarily focused on mainstream schools, with few studies conducted in special education schools. The present study aimed to quantify school staff's observations of bullying in special schools, also presenting by school specialism. The second part measured school staff self‐efficacy when dealing with bullying. A total of 72 school staff sampled from special schools in England…
School Disruption and Classroom Climate on Teachers’ Burnout and Wellbeing
Teachers with high levels of burnout and reduced levels of wellbeing are twice as likely to leave the teaching profession. For those that stay, it can result in strained relationships with their pupils and a difficulty to effectively manage classroom behavior. This study focused on the emotional strain felt by teachers during periods of educational disruption and how his varied according to school size, school‐level disadvantage and levels of pup…
Trust, responding to disclosure and barriers to talking: Children’s lived experiences of bullying in UK primary schools
The experience of being bullied in primary school is one of the most modifiable risk factors for poor mental health in children and young people, with the potential to prevent both short- and long-term negative mental and physical health, as well as social outcomes. Understanding and acting to reduce the occurrence of bullying and supporting students and their parents in seeking help when it does occur should be a public health priority. To suppo…
School‐based anti‐bullying approaches for children and young people with special educational needs and disabilities: A systematic review and synthesis
Mainstream anti‐bullying interventions can reduce primary school‐level victimisation by 15–16% and bullying perpetration by 19%–20% ( Aggression and Violent Behavior , 2019; 45 : 111–133). Less is known about anti‐bullying interventions for pupils with special educational needs and disabilities (SEND) even though they are at least 2–4 times more likely to be involved in bullying. This systematic review aimed to identify reported anti‐bullying app…
Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement
Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in …
Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health
Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children’s mental health. Cross-sectional data were used f…
The UK stand together trial: Protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools
Trials ISRCTN 12300853 Date assigned 11/02/2020
Revealing hidden talents: The development, use, and benefit ofVESPARCH
BackgroundSchool attainment tests and Cognitive Abilities Tests are used in the United Kingdom to set targets for educational outcome. Whilst these are good predictors, they depend not only on basic ability but also on learnt knowledge and skills, such as reading.Method and AimsVESPARCHis an online group test of verbal and spatial reasoning, which we propose gives a measure that more closely approximates to basic ability - fluid intelligence. The…
Psycho-educational intervention increases reflective functioning in foster and adoptive parents
It is well established that looked after children are more likely to develop complex behavioural and emotional difficulties that can leave many carers struggling to help and understand the child. This can lead to the breakdown of placements whereby the lack of placement stability leaves the child even more vulnerable. The Family Minds (FM) psycho-educational and interactive programme is a newly developed intervention for groups of foster and adop…
What happened next’: A study of outcomes for maltreated children following care proceedings
This is the first report from a study of outcomes for 114 children from 49 families assessed in an expert multi-disciplinary service during care proceedings. The study investigated the extent of children’s adaptation following judicial decisions made in the proceedings and what factors might be involved in changes in the children’s adaptation and well-being. We also aimed to investigate the reliability of the expert placement and treatment recomm…
Psycho-educational intervention increases reflective functioning in foster and adoptive parents
It is well established that looked after children are more likely to develop complex behavioural and emotional difficulties that can leave many carers struggling to help and understand the child. This can lead to the breakdown of placements whereby the lack of placement stability leaves the child even more vulnerable. The Family Minds (FM) psycho-educational and interactive programme is a newly developed intervention for groups of foster and adop…
Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement
Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in …
Revealing hidden talents: The development, use, and benefit ofVESPARCH
BackgroundSchool attainment tests and Cognitive Abilities Tests are used in the United Kingdom to set targets for educational outcome. Whilst these are good predictors, they depend not only on basic ability but also on learnt knowledge and skills, such as reading.Method and AimsVESPARCHis an online group test of verbal and spatial reasoning, which we propose gives a measure that more closely approximates to basic ability - fluid intelligence. The…
What happened next’: A study of outcomes for maltreated children following care proceedings
This is the first report from a study of outcomes for 114 children from 49 families assessed in an expert multi-disciplinary service during care proceedings. The study investigated the extent of children’s adaptation following judicial decisions made in the proceedings and what factors might be involved in changes in the children’s adaptation and well-being. We also aimed to investigate the reliability of the expert placement and treatment recomm…
Psycho-educational intervention increases reflective functioning in foster and adoptive parents
It is well established that looked after children are more likely to develop complex behavioural and emotional difficulties that can leave many carers struggling to help and understand the child. This can lead to the breakdown of placements whereby the lack of placement stability leaves the child even more vulnerable. The Family Minds (FM) psycho-educational and interactive programme is a newly developed intervention for groups of foster and adop…
Revealing hidden talents: The development, use, and benefit ofVESPARCH
BackgroundSchool attainment tests and Cognitive Abilities Tests are used in the United Kingdom to set targets for educational outcome. Whilst these are good predictors, they depend not only on basic ability but also on learnt knowledge and skills, such as reading.Method and AimsVESPARCHis an online group test of verbal and spatial reasoning, which we propose gives a measure that more closely approximates to basic ability - fluid intelligence. The…
The UK stand together trial: Protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools
Trials ISRCTN 12300853 Date assigned 11/02/2020
Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health
Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children’s mental health. Cross-sectional data were used f…
School‐based anti‐bullying approaches for children and young people with special educational needs and disabilities: A systematic review and synthesis
Mainstream anti‐bullying interventions can reduce primary school‐level victimisation by 15–16% and bullying perpetration by 19%–20% ( Aggression and Violent Behavior , 2019; 45 : 111–133). Less is known about anti‐bullying interventions for pupils with special educational needs and disabilities (SEND) even though they are at least 2–4 times more likely to be involved in bullying. This systematic review aimed to identify reported anti‐bullying app…
Effects of educational disruption and changes in school context on children's mental health: Associations with school level disadvantage and individual bullying involvement
Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID‐19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre‐disaster involvement in …
Bullying in special schools: Types, frequency and school staff's self‐efficacy
Bullying is an education and health priority. The existing evidence has primarily focused on mainstream schools, with few studies conducted in special education schools. The present study aimed to quantify school staff's observations of bullying in special schools, also presenting by school specialism. The second part measured school staff self‐efficacy when dealing with bullying. A total of 72 school staff sampled from special schools in England…
School Disruption and Classroom Climate on Teachers’ Burnout and Wellbeing
Teachers with high levels of burnout and reduced levels of wellbeing are twice as likely to leave the teaching profession. For those that stay, it can result in strained relationships with their pupils and a difficulty to effectively manage classroom behavior. This study focused on the emotional strain felt by teachers during periods of educational disruption and how his varied according to school size, school‐level disadvantage and levels of pup…
Trust, responding to disclosure and barriers to talking: Children’s lived experiences of bullying in UK primary schools
The experience of being bullied in primary school is one of the most modifiable risk factors for poor mental health in children and young people, with the potential to prevent both short- and long-term negative mental and physical health, as well as social outcomes. Understanding and acting to reduce the occurrence of bullying and supporting students and their parents in seeking help when it does occur should be a public health priority. To suppo…
Bullying, Victimization, and Aggression (6 works) · Developmental psychology (5 works) · Psychology (5 works) · Psychiatry (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Clinical Psychology (3 works) · Disadvantage (3 works) · Mental health (3 works) · Child Welfare and Adoption (2 works)